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114836 |
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|a dc
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|a Kalra, Priya B.
|e author
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|a Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences
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|a McGovern Institute for Brain Research at MIT
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|a Finn, Amy Sue
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|a Goetz, Calvin
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|a Leonard, Julia
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|a Gabrieli, John D. E.
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|a Sheridan, Margaret A.
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|a Finn, Amy Sue
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|a Goetz, Calvin
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|a Leonard, Julia
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|a Gabrieli, John D. E.
|e author
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|a Developmental dissociation between the maturation of procedural memory and declarative memory
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|b Elsevier BV,
|c 2018-04-20T20:39:24Z.
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|z Get fulltext
|u http://hdl.handle.net/1721.1/114836
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|a Declarative memory and procedural memory are known to be two fundamentally different kinds of memory that are dissociable in their psychological characteristics and measurement (explicit vs. implicit) and in the neural systems that subserve each kind of memory. Declarative memory abilities are known to improve from childhood through young adulthood, but the developmental maturation of procedural memory is largely unknown. We compared 10-year-old children and young adults on measures of declarative memory and working memory capacity and on four measures of procedural memory that have been strongly dissociated from declarative memory (mirror tracing, rotary pursuit, probabilistic classification, and artificial grammar). Children had lesser declarative memory ability and lesser working memory capacity than adults, but children exhibited learning equivalent to adults on all four measures of procedural memory. Therefore, declarative memory and procedural memory are developmentally dissociable, with procedural memory being adult-like by age 10. years and declarative memory continuing to mature into young adulthood. Keywords: Development; Procedural memory; Declarative memory; Working memory; Skill learning; Learning; Memory
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|a National Institutes of Health (U.S.) (Grant R01MH08344)
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|a National Institutes of Health (U.S.) (Grant 1F32MH095354-01)
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|a Article
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|t Journal of Experimental Child Psychology
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